Biscayne Nature Center for
Environmental Education
Curriculum Materials for Fifth-Grade Program
(Revised April 2014)
Miami-Dade County Public Schools
Department of Mathematics and Science
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Perla Tabares Hantman, Chair
Dr. Lawrence S. Feldman, Vice Chair
Dr. Dorothy Bendross-Mindingall
Ms. Susie V. Castillo
Dr. Wilbert “Tee” Holloway
Dr. Martin Karp
Lubby Navarro
Dr. Marta Pérez
Raquel A. Regalado
Julian Lafaurie
Student Advisor
Alberto M. Carvalho
Superintendent of Schools
Ms. Maria L. Izquierdo
Chief Academic Officer
Office of Academics and Transformation
Dr. Maria de Armas
Assistant Superintendent
Division of Academics
Mr. Cristian Carranza
Administrative Director
Division of Academics
Dr. Ava D. Rosales
Executive Director (Science)
Department of Mathematics and Science
Biscayne Nature Center for
Environmental Education (BNCEE)
Division of Academics, Accountability and School Improvement
Department of Mathematics and Science
BNCEE STAFF
Adela Aiguesvives
Caterina Morin
Dr. Julien Zaragoza
Dr. Ava D. Rosales, Executive Director
Mr. Cristian Carranza, Administrative Director
Mailing Address: Biscayne Nature Center for Environmental Education
6767 Crandon Boulevard
Key Biscayne, FL. 33149
Location/Phone:
Crandon Park Parking Lot #1
Key Biscayne, Florida
Phone: 305-361-6767 ext.130
Fax: 305-361-7061
School Mail Code: Work Location 9485
TABLE OF CONTENTS
INTRODUCTION………………………………………………………………………...i
PROGRAM OVERVIEW ....................................................................................... 1
THE NGSSS AND FS LANGUAGE ARTS AND MATHEMATICS.........................3
TEACHER PREPARATION LIST ....................................................................... 15
LETTER TO THE CHAPERONE ........................................................................ 17
CHAPERONE INFORMATION ON STUDENT SAFETY PROCEDURES ........ 18
STUDENT PREPARATION CHECKLIST ........................................................... 19
SUGGESTED ORDER OF SCHOOL-SITE ACTIVITIES ................................... 20
CONSERVATION PLEDGE ............................................................................... 21
INTERDEPENDENT RELATIONSHIPS IN NATURE (teacher guide) ................ 22
INTERDEPENDENT RELATIONSHIPS IN NATURE (student worksheet)……..23
ENVIRONMENTAL VOCABULARY LIST .......................................................... .24
ENV. VOCAB. LIST: Frayer Model: Teacher’s guide...………………………....…26
ENV. VOCAB WORD: Frayer Model: Student worksheet…………………………28
ENVIRONMENTAL VOCABULARY WORD SEARCH…………………………...29
STUDENT RESEARCH AND REPORT: PLANTS AND ANIMALS………...……30
STUDENT DRAW AND/OR FIND PICTURES (plants and animals)…………….30
LITTER LESSON ACTIVITIES ........................................................................... 31
PHYSICAL AND CHEMICAL CHANGE LESSON……………………………...….34
WEATHERING AND EROSION LESSON PLAN…………………………………..37
ADDITIONAL POST-VISIT EXTENSION ACTIVITIES……………………………39
ANTI-DISCRIMINATION DISCLAIMER.............................................................. 43
INTRODUCTION TO THE BISCAYNE NATURE CENTER FOR ENVIRONMENTAL
EDUCATION
http://science.dadeschools.net/bncee/default.html
The Biscayne Nature Center for Environmental Education (BNCEE) was
established by Miami-Dade County Public Schools (M-DCPS) in 1971 to provide
instructional programs that foster an awareness and appreciation of the natural world
and promote an understanding of ecological concepts. Units of study emphasize the
special geological features, natural resources, and habitats of South Florida while
encouraging students to develop a sense of stewardship and to live harmoniously with
our vital native communities.
In addition to classroom curriculum materials and activities, the BNCEE programs
feature one and two days of field investigations in our National Environmental Study
Area* located within Miami-Dade County's Crandon Park on Key Biscayne. Daily, three
M-DCPS environmental science Educational Specialists instruct approximately 60
students, their accompanying classroom teachers, and parent chaperones in hands-on
ecological studies and multisensory observations within our varied ecosystems. Each
year, more than 6,000 students visit the coastal strand hammock (native woods),
intertidal zone, mangrove swamps, vegetated sand dunes, unique fossil mangrove rock
reef, and extensive seagrass beds associated with this sand barrier island.
ADDITIONAL ACTIVITIES
All BNCEE programs are designed to promote student FCAT 2.0 achievement
with activities modeled after the M-DCPS' District Pacing Guides and the Next
Generation Sunshine State Standards (NGSSS). Some of these student- or
teacher-directed, inquiry-based learning programs include the following:
Designation as Member of Homeland Security Weathernet Network (2003)
Professional Development for Teachers
South Florida Regional Science & Engineering Fair
Miami-Dade County Public Schools Elementary Science Fair
Curriculum writing, design, and evaluation
Conference and symposium presentations
Dade County Science Teachers Association
SECME
*1976 U.S. Department of the Interior, National Park Service designation.
i
AWARDS
•
Florida Department of Education: Statewide Program of Distinction
•
Florida Department of Education: Statewide Program of Quality
•
Miami-Dade County Public Schools: Award of Outstanding Achievement
COMMUNITY SERVICE
With the assistance of student groups, teachers, parents, and governmental agencies,
the BNCEE has been or is actively involved in meeting the following special community
needs:
•
•
•
•
•
•
•
•
•
•
Mangrove mitigation
Environmental education workshops
Dune restoration
Protection of native habitats
Science-fair organization
Establishing nature trails
Park personnel training
Expanding environmental education
Teacher mentoring
SECME
ii
BISCAYNE NATURE CENTER FOR ENVIRONMENTAL EDUCATION
KEY BISCAYNE, FLORIDA
PROGRAM OVERVIEW
During the visit to the Biscayne Nature Center for Environmental Education (BNCEE),
each student participates in several field and/or laboratory investigations depending on
the length of visit, tides, weather, and other environmental conditions. Fifth-grade
students attend for one or two days. Before taking part in activities at the Nature
Center, students are given a review of safety rules and information concerning
potentially harmful land and sea organisms. Five major interdependent relationships in
nature are stressed throughout the program. They are: VARIETY, PATTERNS,
BALANCE, CHANGE, and ADAPTATION.
The woodland investigation involves a meander through the coastal hammock of
northern Key Biscayne where the teacher and students relate the five major
interdependent relationships in nature to the plants and animals they observe.
Evidence of environmental problems and selected harmful organisms in the habitat are
identified.
Onshore and offshore activities may include investigations of the seagrass habitat, rock
reef, mangrove swamp, intertidal zone, and sand dunes. The seagrass and/or
mangrove investigations involve wading when conditions permit. Students are required
to wear life jackets during the seagrass investigation. A minimum of NINE ADULTS
FROM THE PARTICIPATING SCHOOL (i.e. one adult chaperone for every five
students) are needed IN THE WATER for the wading investigations.
The progression laboratory session offers students the opportunity to closely examine
organisms found in the marine habitat. Students are actively involved in observing
marine organisms, using microscopes, retrieving computer data, handling live animals,
and measuring invertebrate specimens. Observations, drawings, and measurements
are recorded in a laboratory booklet for further discussion at the school.
The contribution of the classroom teacher is important to the learning experience of the
students visiting the BNCEE. Classroom teachers are encouraged to work with their
students at school on the following: personal preparation, program content, safety rules,
expected behavior, and performance of the standards identified on the following pages.
Page 1 of 43
The program activities focus on:
1. Looking for evidence of the 5 major interdependent relationships in nature: Variety,
Patterns, Balance, Change, and Adaptation.
2. Looking for evidence of environmental problems, discussing their solutions, and
planning to conserve the environment by not littering and by protecting wildlife.
3. Observing safety procedures and identifying harmful land and sea animals and
plants.
4. Working like a scientist; that is, observing carefully, recording accurately, making
claims, providing evidence to support their claims, interpreting data, and arriving at
explanations (reasoning) that support their claims.
5. Recognizing natural habitats and the plants and animals that live in those habitats.
Deciding why it is important to leave these habitats in their natural state.
Page 2 of 43
THE NEXT GENERATION SUNSHINE STATE STANDARDS
AND THE FLORIDA STATE STANDARDS FOR LANGUAGE ARTS AND
MATHEMATICS
The students attending the Biscayne Nature Center for Environmental Education
(BNCEE) will engage in activities designed to apply learning with an increased
emphasis on higher-order thinking skills. The BNCEE program for elementary schools
will assist the teacher guiding students toward the performance on selected Grade 5 Big
Ideas and benchmarks found in the Miami-Dade County Public Schools District Pacing
Guides, Next Generation Sunshine State Standards (NGSSS) and the Florida State
Standards for Language Arts and Mathematics. Please note that not all Big Ideas and
benchmarks may be addressed by the teachers at the BNCEE.
BIG IDEAS AND BENCHMARKS ADDRESSED IN
DISCOVERY LABORATORY ACTIVITY:
Body of Knowledge: N: Nature of Science
TOPIC I: Practicing Inquiry
Big Idea 1: The Practice of Science
SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific
understanding, plan and carry out scientific investigations of various types such as:
systematic observations, experiments requiring the identification of variables, collecting
and organizing data, interpreting data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions.
SC.5.N.1.2 Explain the difference between an experiment and other types of scientific
investigation. (Assessed as SC.N.1.1)
SC.5.N.1.4 Identify a control group and explain its importance in an experiment.
(Assessed as SC.N.1.1)
SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.
SC.5.N.1.6 Recognize and explain the difference between personal
opinion/interpretation and verified observation.
SC.5.N.1.5 Recognize and explain the authentic scientific investigation frequently does
not parallel the steps of “the scientific method.”
Page 3 of 43
BODY OF KNOWLEDGE: P: Physical Science
TOPIC IV: Physical and Chemical Changes
Big Idea 9: Changes in Matter
SC.5.P.9.1 Investigate and describe that many physical and chemical changes are
affected by temperature.
Big Idea 2: The Characteristics of Scientific Knowledge
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations
that are testable; explaining must always be linked with evidence.
SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the
evidence produced by those investigations should be replicable by others.
BODY OF KNOWLEDGE: L: Life Science
TOPIC XIII: Plants and Animals
Big Idea 14: Organization and Development of Living Organisms
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures
of plants and animals, including humans, for example: some animals have skeletons for
support – some with internal skeletons others with exoskeletons – while some plants
have stems for support.
SC.3.L.14.1 Describe structures in plants and their roles in food production, support,
water and nutrient transport, and reproduction.
SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants
and animals, such as those that undergo complete and incomplete metamorphosis, and
flowering and non-flowering seed-bearing plants.
SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians,
fish, arthropods, vertebrates and invertebrates, those having live births and those which
lay eggs) according to their physical characteristics and behaviors.
TOPIC XIV: Interdependence
Big Idea 17: Interdependence
Page 4 of 43
SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning.
SC.4.L.17.4 Recognize ways plants and animals, including humans can impact the
environment.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that
enable them to survive in different environments such as life cycle variations, animal
behaviors and physical characteristics
SC.5.L.15.1 Describe how, when the environment changes, differences between
individuals allow some plants and animals to survive and reproduce while others die or
move to new locations.
TOPIC XV: Flow of Energy from the Sun through the Food Chains
Big Idea 17: Interdependence
SC.4.L.17.3 Trace the flow of energy from the sun as it is transferred along the food
chain through the producers to the consumers.
SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and
that when animals eat plants or other animals, the energy stored in the food source is
passed to them.
SC.3.L.17.2 Recognize that plants use energy from the sun, air, and water to make their
own food.
MATHEMATICS: MEASUREMENT AND DATA
MAFS.5.MD.2.2 Make a line plot to display a data set of measurements in fractions of a
unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving
information presented in line plots. For example, given different measurements of liquid
in identical beakers, find the amount of liquid each beaker would contain if the total
amount in all the beakers were redistributed equally.
MAFS.5.G.1.2 Use a pair of perpendicular number lines, called axes, to define a
coordinate system, with the intersection of the lines (the origin) arranged to coincide
with the 0 on each line and a given point in the plane located by using an ordered pair of
numbers, called its coordinates. Understand that the first number indicates how far to
travel from the origin in the direction of one axis, and the second number indicates how
far to travel in the direction of the second axis, with the convention that the names of the
Page 5 of 43
two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and ycoordinate).
MAFS.1.MD.3.4 Represent and interpret data.
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
MAFS.K12.MP.6.1 Attend to precision.
MAFS.K12.MP.4.1 Model with mathematics.
LANGUAGE ARTS: READING INFORMATIONAL TEXT
LAFS.5.RI.1.3 Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
LAFS.5.RI.2.4 Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 5 topics or subject area.
LAFS.5.RI.4.10 By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high end of the
grades 4–5 text complexity band independently and proficiently.
LANGUAGE ARTS: WRITING
LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase information in
notes and finished work, and provide a list of sources.
LAFS.5.W.3.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
LANGUAGE ARTS: SPEAKING AND LISTENING SKILLS
LAFS.5.SL.1.1Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
Page 6 of 43
SOCIAL STUDIES
SS.5.G.3.1 Describe the impact that past natural events have had on human and
physical environments in the United States through 1850.
BIG IDEAS AND BENCHMARKS ADDRESSED IN
SEA GRASS MEADOW ACTIVITY:
BODY OF KNOWLEDGE: L: Life Science
TOPIC XIII: Plants and Animals
Big Idea 14: Organization and Development of Living Organisms
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures
of plants and animals, including humans, for example: some animals have skeletons for
support – some with internal skeletons others with exoskeletons – while some plants
have stems for support.
SC.3.L.14.1 Describe structures in plants and their roles in food production, support,
water and nutrient transport, and reproduction.
SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants
and animals, such as those that undergo complete and incomplete metamorphosis, and
flowering and non-flowering seed-bearing plants.
SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians,
fish, arthropods, vertebrates and invertebrates, those having live births and those which
lay eggs) according to their physical characteristics and behaviors.
SC.3.L.15.2 Classify flowering and non-flowering plants into major groups such as
those that produce seeds, or those like ferns and mosses that produce spores,
according to their physical characteristics.
SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including
pollination, fertilization, seed dispersal, and germination.
TOPIC XIV: Interdependence
Big Idea 17: Interdependence
SC.3.L.17.1 Describe how animals and plants respond to changing seasons.
Page 7 of 43
SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited,
some characteristics can be affected by the environment.
SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning.
SC.4.L.17.4 Recognize ways plants and animals, including humans can impact the
environment.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that
enable them to survive in different environments such as life cycle variations, animal
behaviors and physical characteristics
SC.5.L.15.1 Describe how, when the environment changes, differences between
individuals allow some plants and animals to survive and reproduce while others die or
move to new locations.
TOPIC XV: Flow of Energy from the Sun through the Food Chains
Big Idea 17: Interdependence
SC.4.L.17.3 Trace the flow of energy from the sun as it is transferred along the food
chain through the producers to the consumers.
SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and
that when animals eat plants or other animals, the energy stored in the food source is
passed to them.
SC.3.L.17.2 Recognize that plants use energy from the sun, air, and water to make their
own food.
BODY OF KNOWLEDGE: E: Earth/Space Science
TOPIC XVI: Earth Structures
SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down
of rock by wind, water, ice, temperature change, and plants) and erosion (movement of
rock by gravity, wind, water, and ice).
SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are
either renewable or nonrenewable.
Page 8 of 43
LANGUAGE ARTS: SPEAKING AND LISTENING SKILLS
LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
SS.5.G.3.1 Describe the impact that past natural events have had on human and
physical environments in the United States through 1850.
BIG IDEAS AND BENCHMARKS ADDRESSED IN
COASTAL STRAND HAMMOCK ACTIVITY:
BODY OF KNOWLEDGE: L: Life Science
TOPIC XIII: Plants and Animals
Big Idea 14: Organization and Development of Living Organisms
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures
of plants and animals, including humans, for example: some animals have skeletons for
support – some with internal skeletons others with exoskeletons – while some plants
have stems for support.
SC.3.L.14.1 Describe structures in plants and their roles in food production, support,
water and nutrient transport, and reproduction.
SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants
and animals, such as those that undergo complete and incomplete metamorphosis, and
flowering and non-flowering seed-bearing plants.
SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians,
fish, arthropods, vertebrates and invertebrates, those having live births and those which
lay eggs) according to their physical characteristics and behaviors.
SC.3.L.15.2 Classify flowering and non-flowering plants into major groups such as
those that produce seeds, or those like ferns and mosses that produce spores,
according to their physical characteristics.
SC.3.L.14.2 Investigate and describe how plants respond to stimuli such as the way
plant stems grow toward light and their roots grow downward in response to gravity.
SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including
pollination, fertilization, seed dispersal, and germination.
Page 9 of 43
TOPIC XIV: Interdependence
Big Idea 17: Interdependence
SC.3.L.17.1 Describe how animals and plants respond to changing seasons.
SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited,
some characteristics can be affected by the environment.
SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning.
SC.4.L.17.4 Recognize ways plants and animals, including humans can impact the
environment.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that
enable them to survive in different environments such as life cycle variations, animal
behaviors and physical characteristics
SC.5.L.15.1 Describe how, when the environment changes, differences between
individuals allow some plants and animals to survive and reproduce while others die or
move to new locations.
TOPIC XV: Flow of Energy from the Sun through the Food Chains
Big Idea 17: Interdependence
SC.4.L.17.3 Trace the flow of energy from the sun as it is transferred along the food
chain through the producers to the consumers.
SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and
that when animals eat plants or other animals, the energy stored in the food source is
passed to them.
SC.3.L.17.2 Recognize that plants use energy from the sun, air, and water to make their
own food.
Page 10 of 43
BODY OF KNOWLEDGE: E: Earth/Space Science
TOPIC XVI: Earth Structures
SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down
of rock by wind, water, ice, temperature change, and plants) and erosion (movement of
rock by gravity, wind, water, and ice).
SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are
either renewable or nonrenewable.
LANGUAGE ARTS: READING INFORMATIONAL TEXT
LAFS.5.RI.1.3 Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
LAFS.5.RI.2.4 Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 5 topic or subject area.
LAFS.5.RI.4.10 By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high end of the
grades 4–5 text complexity band independently and proficiently.
LANGUAGE ARTS: WRITING
LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase information in
notes and finished work, and provide a list of sources.
LAFS.5.W.3.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
LANGUAGE ARTS: SPEAKING AND LISTENING SKILLS
LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
Page 11 of 43
SOCIAL STUDIES
SS.5.G.3.1 Describe the impact that past natural events have had on human and
physical environments in the United States through 1850.
SS.5.A.2.2 Identify Native American tribes from different geographic regions of North
America (cliff dwellers and Pueblo people of the desert Southwest, coastal tribes of the
Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the
Mississippi River).
BIG IDEAS AND BENCHMARKS ADDRESSED IN
MANGROVE SWAMP ACTIVITY:
BODY OF KNOWLEDGE: L: Life Science
TOPIC XIII: Plants and Animals
Big Idea 14: Organization and Development of Living Organisms
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures
of plants and animals, including humans, for example: some animals have skeletons for
support – some with internal skeletons others with exoskeletons – while some plants
have stems for support.
SC.3.L.14.1 Describe structures in plants and their roles in food production, support,
water and nutrient transport, and reproduction.
SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants
and animals, such as those that undergo complete and incomplete metamorphosis, and
flowering and non-flowering seed-bearing plants.
SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians,
fish, arthropods, vertebrates and invertebrates, those having live births and those which
lay eggs) according to their physical characteristics and behaviors.
SC.3.L.15.2 Classify flowering and non-flowering plants into major groups such as
those that produce seeds, or those like ferns and mosses that produce spores,
according to their physical characteristics.
SC.3.L.14.2 Investigate and describe how plants respond to stimuli such as the way
plant stems grow toward light and their roots grow downward in response to gravity.
SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including
pollination, fertilization, seed dispersal, and germination.
Page 12 of 43
TOPIC XIV: Interdependence
Big Idea 17: Interdependence
SC.3.L.17.1 Describe how animals and plants respond to changing seasons.
SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited,
some characteristics can be affected by the environment.
SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning.
SC.4.L.17.4 Recognize ways plants and animals, including humans can impact the
environment.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that
enable them to survive in different environments such as life cycle variations, animal
behaviors and physical characteristics
SC.5.L.15.1 Describe how, when the environment changes, differences between
individuals allow some plants and animals to survive and reproduce while others die or
move to new locations.
TOPIC XV: Flow of Energy from the Sun through the Food Chains
Big Idea 17: Interdependence
SC.4.L.17.3 Trace the flow of energy from the sun as it is transferred along the food
chain through the producers to the consumers.
SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and
that when animals eat plants or other animals, the energy stored in the food source is
passed to them.
SC.3.L.17.2 Recognize that plants use energy from the sun, air, and water to make their
own food.
Page 13 of 43
BODY OF KNOWLEDGE: E: Earth/Space Science
TOPIC XVI: Earth Structures
SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down
of rock by wind, water, ice, temperature change, and plants) and erosion (movement of
rock by gravity, wind, water, and ice).
SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are
either renewable or nonrenewable.
LANGUAGE ARTS: SPEAKING AND LISTENING SKILLS
LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
SOCIAL STUDIES
SS.5.G.3.1 Describe the impact that past natural events have had on human and
physical environments in the United States through 1850.
Page 14 of 43
TEACHER PREPARATION LIST
The lead teacher, who has attended the water safety training, must attend the
water-related field trip.
1. PARENTAL PERMISSION FORM AND HEALTH STATEMENT
• Complete the M-DCPS Water-Related Field Trip Packet FM #6614
http://forms.dadeschools.net/webpdf/6614.pdf
• Duplicate the M-DCPS Parent Permission form in the Water-Related Field Trip
Packet FM #6614, and send a copy home for the parent to complete. Parent must
check the box, by the statement “I HEREBY CERTIFY MY CHILD IS A
COMPETENT SWIMMER,” IF APPLICABLE, AND SIGN IN 2 PLACES.
• NOTE: To participate in the water activity, each child must have a check by the
statement “I HEREBY CERTIFY MY CHILD IS A COMPETENT SWIMMER,” on the
Parent Permission Form. If not, the child will only participate in the dry or land
portion of the field trip activities, including laboratory activities.
• The school principal will be requested to verify the Parent Permission forms for any
student without a signed and completed field trip form.
• When returned, cut the form in half -- TOP PORTION TO BE RETAINED AT
SCHOOL, BOTTOM PORTION TO BE COLLECTED BY A BNCEE STAFF
MEMBER UPON ARRIVAL TO THE CENTER.
2.
STUDENT PREPARATION CHECKLIST
• See page 19
• Duplicate, discuss with your students, and have each one take a copy home.
3. M-DCPS EMERGENCY CONTACT ROSTER:
• Found in the M-DCPS Water-Related Field Trip Packet FM #6614
• Complete and bring a copy to the BNCEE.
4. LETTER TO CHAPERONE AND CHAPERONE INFORMATION ON STUDENT SAFETY
PROCEDURES
• Duplicate and give a copy to all chaperones.
• Chaperones must be at least 18 years of age and should not bring children who are
not enrolled in your class.
• Chaperones should be at your school site by 8:15 a.m.
6. LUNCHES
• Pack in plastic garbage bags or have students carry individual lunches.
• Lunches should NOT require refrigeration, since they may be stored on a picnic table
in the shade.
• Pack cold drinks in ice chests.
7. LITTER PATROL
• Organize student teams for after-lunch cleanup.
8. BUDDY SYSTEM
• Organize buddy/partner teams.
Page 15 of 43
•
•
Issue or artistically create (no straight pins) nametags.
Pair students; i.e., high reading/low reading performance, English/non-Englishspeaking student.
9. TRANSPORTATION
• Have students ready to board the bus at the specified time.
• There is no charge for transportation.
10. CLOTHING
• Notify all teachers, chaperones, and students to bring a towel, change of clothes,
and shoes.
• This requirement is applicable for students participating in either the 1-day or 2-day
field experience.
11. CAFETERIA
• Make arrangements regarding free lunches prior to the trip.
• Inform the cafeteria staff that lunches should be ready for pick up by 8:15 a.m.
12. SUGGESTED ORDER OF BEFORE AND AFTER SCHOOL-SITE ACTIVITIES
• See page 20 for details
Page 16 of 43
MIAMI-DADE COUNTY PUBLIC SCHOOLS
LETTER TO CHAPERONE
Dear Chaperone:
Thank you for your interest in and cooperation with our program at the Biscayne Nature
Center for Environmental Education (BNCEE). Please bring a complete change of
clothes and shoes for either the one- or two-day field experience as you will be
expected to participate in the wading experience by accompanying the students into the
shallow water.
We at BNCEE believe that you can help best by:
•
Being at the school by 8:15 a.m.
•
Staying at the rear of the line on field programs.
•
Keeping the group compact by not allowing students to lag behind.
•
Reporting discipline problems immediately to the instructor in charge.
•
Reporting any ill students to the BNCEE staff.
•
Taking any ill students back to the Nature Center building.
•
Encouraging students to pick up their litter during the lunch period and to keep
the restrooms clean.
•
Assisting BNCEE staff in the laboratory.
•
Accompanying the children to restrooms, both for restroom breaks and when
they are changing clothes.
•
Making sure that all the safety procedures are observed.
•
Ensuring that the children stay out of roadways and parking lots.
We appreciate anything you do that makes the program a more enjoyable and safe
learning experience for each child.
Sincerely,
BNCEE Staff
Page 17 of 43
CHAPERONE INFORMATION ON STUDENT SAFETY PROCEDURES
The program at the Biscayne Nature Center for Environmental Education is
designed so that students can learn about the environment and have fun at the same
time. For a safe visit, please ensure that STUDENTS observe the following safety rules
as well as any other instructions given by BNCEE Staff:
1. USE THE BUDDY SYSTEM AT ALL TIMES: Stay with your buddy and
remain with your group throughout the program. If health or restroom needs
make it necessary to leave the group, you must get permission from your
teacher and be accompanied by an adult.
2. NO SWIMMING AT ANY TIME: WADING WILL BE INCLUDED IN THE
SEAGRASS AND/OR MANGROVE INVESTIGATIONS WHEN WEATHER
AND OTHER CONDITIONS PERMIT. WADING MEANS WALKING IN
SHALLOW WATER.
3. SHOES ARE TO BE WORN AT ALL TIMES: Shoes must be worn in the
water, because there may be bottle tops and broken glass, which may cause
injury. Many plants and animals are harmful when stepped on. Open-toed
shoes, sandals, or Crocs™ are not acceptable.
4. STAY WITHIN THE BOUNDARIES GIVEN YOU: During the wading
investigation, stay between the instructor and the shore. Stay in line behind
the instructor and in the middle of the open pathways while you are in the
woods.
5. REPORT ALL INJURIES OR ILLNESSES: First-aid supplies are available.
6. ONLY TOUCH those plants or animals given to you or which you are told to
touch.
7. IN CASE OF STORMS, be quiet, listen and follow instructions. Alternative
activities will be planned.
8. NO GUM CHEWING IN THE WATER.
9. NO RUNNING.
NOTE: THE BNCEE INSTRUCTORS MAY REMOVE ANY STUDENT
WHO DOES NOT FOLLOW THE SAFETY RULES OR THE FIELD AND
LABORATORY PROCEDURES FROM AN ACTIVITY.
Page 18 of 43
Check
STUDENT PREPARATION CHECKLIST
1. I have the Parent Permission Form for the Water-Related Field Trip
form completed and signed (in two places) by one of my parents. The
emergency contact name, phone numbers have been filled in. I gave
the completed form to my teacher.
2. I have packed a towel and a complete change of clothes including
underwear and shoes for both days. I have included a plastic bag for
wet clothes.
3. I will bring with me a raincoat, sweater or jacket, sun hat, sunscreen,
and insect repellent (no sprays, please) as appropriate.
4. I have packed a lunch in a strong bag with one or two canned drinks
(no glass bottles or thermos jugs). Lunches and drinks are clearly
identified with my name. I have packed a lunch that does not require
refrigeration.
5. I know my buddy’s name and am aware of all the student safety
procedures.
6. I will wear shoes that can get wet. I will wear shoes, shorts, and shirts
for wading. I will not wear a bathing suit, sandals, Crocs™ or open-toe
shoes. For cold-weather wading, I will be prepared to wear shoes, long
pants, and a long-sleeved shirt over a t-shirt in the water. Old sneakers,
water shoes and booties are acceptable.
Page 19 of 43
SUGGESTED ORDER OF SCHOOL-SITE ACTIVITIES
The activities on the following pages should be completed in the classroom. The timing and
arrangement of the activities are left to the classroom teacher's discretion. The BNCEE staff,
however, offers the following suggestions:
BEFORE your students visit the BNCEE, have them:
1. Do a web quest, and complete the CONSERVATION PLEDGE (see page 21).
3. Review the FIVE MAJOR INTERDEPENDENT RELATIONSHIPS IN NATURE. (see page
22). There is a teacher guide, and student worksheet included.
3. Define the ENVIRONMENTAL VOCABULARY LIST (see page 24). Teachers should
encourage the students to use the Frayer’s model.
A teachers guide and description of the model are included in page 26.
A student worksheet is included in page 28.
Each student should complete at least one of the definitions.
4. Complete the ENVIRONMENTAL VOCABULARY WORD SEARCH (See page 29)
5. Have student research and report on different species of fish, plants, birds and reptiles they
may encounter at the BNCEE. (See page 30)
6. Have student draw or find pictures on different species of fish, plants, birds and reptiles they
may encounter at the BNCEE. (See page 30)
AFTER your students visit the BNCEE, have them:
1. Complete any of the activities from the LITTER LESSON PLAN (see page 31).
2. Complete any of the activities from the PHYSICAL AND CHEMICAL CHANGES LESSON
PLAN (see page 34).
3. Complete any of the activities from the WEATHER/EROSION and NATURAL DISASTER
LESSON PLAN (see page 37).
4. Do any of the additional post-visit extension activities listed on page 39.
Page 20 of 43
Do a web quest to find the following information:
CONSERVATION PLEDGE
I give my pledge as
An American to save and
Faithfully to defend from waste
The natural resources of my country, its
Soil and minerals, its forest water and wildlife.
Name ___________________________________
School ________________________________________
Florida State Tree ___________________________________
Florida State Shell _____________________________________
Florida State Reptile ______________________________________
Florida State Bird ___________________________________________
Florida State Flower ___________________________________________
Florida State Mammal_____________________________________________
You can fill in some of the above blanks by using the following websites:
http://www.worldatlas.com/webimage/countrys/namerica/usstates/flsymbols.htm
http://www.flheritage.com/facts/symbols/symbol.cfm?id=15
Page 21 of 43
Directions: Read and discuss with students.
FIVE MAJOR INTERDEPENDENT RELATIONSHIPS IN NATURE:
TEACHER GUIDE
Five interdependent relationships in nature, PATTERNS, VARIETY, BALANCE,
CHANGE, and ADAPTATION, are recurring themes at the Biscayne Nature Center for
Environmental Education. This page will help the student understand the meaning of
these concepts and recognize examples of each. The definitions and examples on this
page can be used as a guide for discussion. The BNCEE staff will lead students in field
explorations where examples of each relationship can be discovered in nature.
1. PATTERN: The design, shape, form, repeating action or behavior of things in nature.
a. The shapes and venation of leaves.
b. A sea turtle returning to the same beach each year to lay her eggs.
c. The daily sunrise in the East and sunset in the West.
2. VARIETY: Differences among organisms in the same group.
a. Butterflies belong to a special group of insects. Each kind can be
identified by special markings.
b. Students in the class are in a similar age group, yet each varies in height
and weight.
3. BALANCE: The way things depend upon each other and their environment.
Food webs and food chains represent balance in nature.
a. Caterpillar
mocking bird
b. Green plant
c. Grass
grasshopper
cow
hawk
frog
snake
boy or girl (hamburger & milk)
4. CHANGE: Nothing in nature stays the same: it is always moving, and changing
forms and appearance. Example: weather is constantly changing.
5. ADAPTATION: Special features of a plant or animal that help it survive
(a body part with a special job).
a. Fins of a fish. . . . . for swimming; wings on a bird. . . . . for flight
b. Web building. . . . .the manner in which some spiders catch their food
Page 22 of 43
THE FIVE MAJOR INTERDEPENDENT RELATIONSHIPS IN NATURE
Student Worksheet
Name:____________________ Date: _________ Teacher’s name:__________________
1. PATTERNS:
a. definition: _____________________________________________________
____________________________________________________
b. example: _____________________________________________________
____________________________________________________
2. VARIETY:
a. definition: _____________________________________________________
____________________________________________________
b. example: _____________________________________________________
____________________________________________________
3. BALANCE:
a. definition: _____________________________________________________
____________________________________________________
b. example: _____________________________________________________
____________________________________________________
4. CHANGE:
a. definition: _____________________________________________________
____________________________________________________
b. example: _____________________________________________________
____________________________________________________
5. ADAPTATION:
a. definition: _____________________________________________________
____________________________________________________
b. example: _____________________________________________________
____________________________________________________
Page 23 of 43
ENVIRONMENTAL VOCABULARY LIST
1. ADAPTATION: A special feature or behavior of a plant or animal that helps it survive (such
as a body part with a special job).
2. BALANCE: The way things depend upon each other and their environment.
3. CHANGE: The way living things physically go from one form to another over time, that is,
grow, move, reproduce, die, and decompose or the way non-living things weather or erode.
4. CONSERVATION: Keeping the environment in a safe and sound condition. using the
environment wisely.
5. CONSUMER: Any animal that eats plants or animals.
6. DECOMPOSER: An organism that chemically breaks down dead plants and animals.
7. ECOLOGY: The study of the way plants and animals depend on each other and their
environment.
8. ENVIRONMENT:
organism.
All of the living and non-living things that surround and affect an
9. FOOD CHAIN: A chain of dependence where green plants are the producers and animals
are the consumers.
10. HABITAT: The special place where a plant or animal lives.
11. LITTER: Materials that man has thrown about which make the environment
unhealthy or unattractive.
12. NICHE: The special job a plant or animal has in nature, especially its place in a
food web or food chain.
13. PATTERNS: The design, shape, form, repeated action, or behavior of things.
14. POLLUTION: The addition of harmful substances to the environment.
15. PREDATOR: An animal that hunts for and eats other animals.
16. PREY: An animal that is hunted and eaten by a predator.
17. PRODUCER: An organism that can make its own food.
18. SCAVENGER: An animal that feeds on dead matter.
19. VARIETY: Difference among things of the same group.
Page 24 of 43
20. PHOTOSYNTHESIS- a chemical process by which chlorophyll- containing plants use light to
convert carbon dioxide and water into carbohydrates, releasing oxygen as a by-product
21. FOOD WEB- a complex of interrelated food chains in an ecological community.
22. CARNIVORE- is an organism that derives its energy and nutrients from a diet consisting mainly
or exclusively of animal tissue.
23. HERBIVORE- is an animal that is adapted to eating plants.
24. OMNIVORE – is an organism that eats both plants and animals as their primary food source.
25. VERTEBRATE - members of the subphylum Vertebrata that includes the fishes, amphibians,
reptiles, birds and mammals, all of which have a backbone.
26. INVERTEBRATE- organism that lack a backbone or spinal column.
Page 25 of 43
ENVIRONMENTAL VOCABULARY LIST
Frayer’s Model: Teacher’s guide
The Frayer Model is a graphic organizer used for vocabulary and word analysis. This
format allows students to synthesize and apply information they already know, or have
previously learned, to a word. This association or prior knowledge and connections, to
classroom content, helps to form lasting and meaningful experiences .These meaningful
experiences that are personal to the student will help increase proficiency in many
objectives beyond vocabulary.
This vocabulary development tool will be used to help make sense of complex
concepts. The Frayer Model stresses the ability of students to understand a word within
the larger context of a reading selection/text. This format requires students to think and
describe the meaning of a word and concept.
Each student will choose a term, and the teacher will guide them through the completion
of the activity.
1. The student writes the word in the "word" box:
2. The student will write the definition in the student’s own words, using the definition
from the vocabulary list.
3. The student writes words that characterize the vocabulary word
(facts/characteristics).
4. In this box the students will list examples of the key or concept work.
5. In the fourth and final box, the students will list non-examples of the key or concept
word.
NOTE: The students can include drawings in the examples and nonexamples boxes.
Page 26 of 43
Frayer’s Model: Teacher’s guide, cont.
Page 27 of 43
Environmental Vocabulary Word
Student Worksheet:
Name:_____________________ Date: _________ Teacher’s name:______________________
Frayer Model
Definition in your own words
Examples
Facts/characteristics
Word
Page 28 of 43
Nonexamples
ENVIRONMENTAL VOCABULARY WORD SEARCH
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Page 29 of 43
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Research:
1. Have students research and report about salt-water plants and animals:
Submerged plants
Near Shore Trees
Mangrove Animals
1.
2.
3.
4.
1. black mangrove
2. red mangrove
3. white mangrove
1. mangrove tree crab
2. Liguus snail
3. fiddler crab
turtle grass
manatee grass
shoal grass
Sargassum algae
Seagrass Animals
1.
2.
3.
4.
filefish
scorpion fish
pipefish
goby fish
5.
6.
7.
8.
sponges
porcupine fish
swimming crab
pink shrimp
9.
10.
11.
12.
toadfish
sea cucumber
grunts
spiny lobster
Rock reef animals
1. Batillaria snail
2. hermit crab
3. limpet
4. octopus
5. tooth snail
6. oyster
7. Asaphis clam
8. barnacle
9. chitin
2. Have students draw or find pictures of:
Land Plants
1.
2.
3.
4.
parts of a plant
5.
parts of a leaf
6.
edible plants of So. Fla. 7.
dangerous plants of
8.
So. Fla.
sea oats grass
sabal palm
sea grape
strangler fig
9.
10.
11.
12.
gumbo limbo
wild coffee
poisonwood
morning glory vine
Land Animals
1. land crabs
2. snakes of So. Fla.
3. insects of So. Fla.
4. opossum
5. raccoon
Page 30 of 43
6. squirrel
7. birds of So. Fla.
SUGGESTED POST VISIT ACTIIVITES
LITTER LESSON ACTIVITIES
Big Idea 6:
Earth Structures
Topic XVI:
SC.4.E.6.3 Earth’s Resources
SC.4.E.6.3: Recognize that humans need resources found on Earth and that these are
either renewable or nonrenewable.
ACTIVITIES:
1. Have students create art out of pieces of litter. Help students collect pieces of
litter for their art projects and find examples of trash art or sculptures made from
items that would be considered trash. Ask them to think of other ways to reduce,
recycle or reuse trash.
2. Have students paint windows with pictures or words to encourage people to not
litter.
Teachers: Ask local businesses to donate supplies and in return your students will
decorate their windows. Ask your local chamber of commerce to recommend
businesses that might also be interested. Parents of students in your school who own
their own businesses might be prospects. Students can also paint the windows of your
school or other schools in your district. Make sure displays are positive.
3. Have students make claims about the most common type (plastic, paper, food
wrappers, cans, etc.) of litter found in classrooms of different grade levels and
different areas of the school. Your students should survey litter found in your
classroom. Now try a short walk down the hall, perhaps to lunch, looking for
litter. Record observations on the type and location of litter. If time permits,
survey your school grounds and other classrooms. Maps and charts could be
made.
4. Assist one half of your class in painting a landscape mural that is litter-free; assist
the other half of the class in painting a landscape mural full of litter. Display them
in your school so the rest of the student body will recognize the difference litterfree can make.
5. Devise a mathematics lesson using litter as the basis for the problem. You can
use the following data:
Recycling one ton of newspapers saves 17 trees.
According to 2010
Environmental Protection Agency data, the single biggest component of
Page 31 of 43
municipal solid waste (MSW) is paper and paperboard that represents 29% of the
total. Yard trimmings and food scraps comprise 27%, plastics 12%, metals 9%,
rubber, leather and textiles 8%, wood 6%, glass 5% of the MSW. Less than 45.4%
of waste paper is being recycled. Each American produces 4.4 pounds of trash per
day.
6. Weigh a newspaper and determine how many trees are needed each year for
your class, assuming that each student receives a newspaper each day. How
much trash does your class produce each day?
7. Students: Research how litter affects the environment. Record your findings
within guidelines.
Teachers: Help students find materials that will give them adequate information
to complete their research projects. Students can use the resources your library
provides or research topics on the Internet (from credible sources.) Tell your
students how you want to record their findings.
8. Students: Use your school library to find information on the effects litter has on
the environment. From this information write a research paper using your
teacher’s specifications.
Teachers: Help students to become familiar with your school library if they are
not already. Students may need direction to find the appropriate information for
this paper.
9. Have students write a play or a skit to encourage people not to litter or a play or
skit that demonstrate the negative effects litter has on Florida.
10. Take pictures of your students and post them on a bulletin board Inside/outside
your classroom with the headline “We’re Too Cool to Litter.” Children love to
have their pictures displayed, so incorporate photos into your classroom
activities.
11. Encourage students to always throw their litter away. Also encourage them to
keep all their areas clean: their desk, classroom, homes, yard, or bedroom.
Remind them that all of these areas are a reflection of themselves. They should
take pride in these areas and that means keeping them litter-free.
12. Supply your students with latex gloves and send them on a litter scavenger hunt
on the school grounds. They will be amazed at the different types of litter they will
find.
13. Help students adopt an area to keep clean inside your school or on school
grounds. Post a sign that reads, for example, “This Area Is Litter-Free, Thanks
To Mrs. Johnson’s 3rd Grade Class.”
Page 32 of 43
14. Encourage your students to carry litter-free lunches to school. Remind them to
pack their lunches in items that can be reused or recycled rather than thrown
away.
15. Before your visit to the Biscayne Nature Center for Environmental Education,
select students in your class to act as litter patrol captains. Their job is to
encourage non-littering activity, be in charge of litterbags, and be responsible for
bus and site cleanup on field trips.
EVALUATION: Is your classroom neater at the end of the day? Can your students
defend not littering on an economic basis? Will one of your students drop a gum
wrapper without feeling a little guilty?
Page 33 of 43
PHYSICAL AND CHEMICAL CHANGES LESSON
Experiment 1: Physical Properties & Physical Change
Big Idea 9: Changes in Matter
TOPIC VI: Physical and Chemical Changes
SC.5.P.9.1: Investigate and describe that many physical and chemical changes are
affected by temperature.
Materials:
Un-popped popcorn kernels
Microwave oven
Brown bags
Graph paper
Pencils
1. Distribute a piece of graph paper and 25 dried kernels of un-popped popcorn to
each student.
2. Have the students describe or list the physical properties of the
popcorn. Ask the students to use as many words as they can to describe the
kernels (include the color, the size, the texture, the hardness, the amount, etc.).
3. Have the students cluster the kernels onto one area of the graph paper and
draw around the space that the kernels occupy on the paper.
4. Have them count and record the number of squares on the graph paper that the
kernels occupy.
5. Explain that the students have observed and described the physical properties of
the un-popped popcorn kernels.
6. Explain that you are going to cause a physical change in the popcorn by
introducing heat using the microwave oven.
7. Place the popcorn in bags and pop the corn for the appropriate number of
minutes.
(Explain that each of the popcorn kernels has water inside its cells that heats up
in the microwave oven. When water inside the kernel heats, the water turns into
steam; as the water expands, it increases in energy and takes up more space.
This causes an increase of energy and pressure inside the kernel. The kernel
also contains starch, which becomes more fluid-like as the kernel heats.
Eventually, the outer shell of the kernel bursts open, releasing the pressure,
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steam and fluid-like starch. Rapid cooling and drying of the starch results in the
fluffy shape of the popcorn we eat.)
8. After the corn is popped, distribute 25 kernels of popped popcorn to each
student.
9. Have the students describe or list the physical properties of the popped
popcorn. Again ask the students to use as many words as they can to describe
the kernels (include the color, the size, the texture, the hardness, the amount,
etc.) comparing the popped popcorn to the un-popped.
10. Then have the students cluster the popped kernels onto one area of the graph
paper as before and draw around the space that the popped kernels occupy on
the paper. Have them count and record the number of squares on the graph
paper that the kernels occupy.
(Explain that the students have observed and described the physical properties
of the popped popcorn kernels and that they have witnessed a physical change
in the popcorn. [The chemical properties of the popcorn have not changed in any
major way. It is still comprised of a large starch complex carbohydrate molecule.)
11. Have the students eat the popcorn and explain that at that point, they are
causing first another physical change in the popcorn (grinding the popcorn into
smaller bits with their teeth), then a chemical change in the popcorn, since their
body is digesting or breaking down the molecules that comprise popcorn.
Experiment 2: Chemical Properties & Chemical Change
Materials:
Vinegar
Baking soda
Clear plastic cups or glasses
Paper towels
Spoon
Water
PH or litmus paper (optional)
This experiment demonstrates a chemical reaction. Chemical reactions result in
the formation of a new substance with new physical and chemical properties after
two or more substances are combined. A chemical reaction is accompanied by
the production of a gas, or a change in temperature, color, pH, or odor.
1. Have the students describe or list the physical properties of the vinegar (include
the color, odor, texture, amount, etc).
2. Have the students test the vinegar with pH or litmus paper if available in order to
test for this chemical property.
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3. Then have the students describe or list the physical properties of baking soda
and compare it to the vinegar.
4. Add a bit of water to the baking soda to create a solution. Have the students test
the baking soda solution with pH or litmus paper if available.
5. Combine the two liquids and observe the chemical reaction.
(The chemical reaction is evident in the bubbling or fizzing activity ~ a gas is
produced, specifically carbon dioxide. Notice as you swirl the mixture, the
reaction may be encouraged to continue by causing more of the molecules that
comprise vinegar and baking soda to come in contact with each other. )
6. After the reaction is complete, test the combined solution to see what other
changes have occurred. Test the pH of the combined solution.
7. Smell the resulting solution to see if you detect the odor of vinegar. This
chemical reaction also results in a slight drop in temperature, but the change may
not be significant enough for you to detect it.
8. Is it now possible to pull the vinegar back out of the combined solution? No, you
have effectively formed a new substance with new properties that are different
from the two original substances.
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Weathering and Erosion
Big Idea: 6
Topic: X1 Earth Structures
SC.4.E.6.4 - Describe the basic differences between physical weathering (breaking
down of rock by wind, water, ice, temperature change, and plants) and erosion
(movement of rock by gravity, wind, water, and ice).
Objectives: Students will discover the effects and processes of weathering and erosion.
Teachers: This can be done as a series of stations. Access to a freezer is needed, but it
doesn’t have to be in the room. Introduce and review types of weathering and erosion.
Discuss the differences between them. Showing pictures is helpful. Also showing
pictures of each process and effect is helpful. Perform weathering and erosion lab
stations.
Materials:
carbonated water
hair dryer
tap water
shallow pan
limestone rocks
ice trays
350 mL (12 oz.) plastic cups
mortar and pestle
sand
steel wool
dirt
rulers/station
permanent markers
quart size bowl
spoon
Explore
Weathering and Erosion Stations:
The following are activities that will be used for weathering stations. Use one station for
each activity. Have students document their observation in their lab booklets.
Station 1: Test rock samples in carbonated water vs. tap water. Observations of the
physical state of the rocks are taken initially. Place one rock in 250 mL (8 oz.) of
carbonated water and one rock in 250 mL (8 oz.). of tap water. Record observations
every 20 minutes, during class time, and after 24 hours. Observations should include
color change in the water, presence of bubbles, and if the rock is weathering.
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Station 2: Test to show that water expands as it freezes. Fill a cup with 200 mL (6 oz.)
of water. Mark the water level. Place in freezer overnight. Mark the water level after 24
hours. Record any changes in the level and physical state of the water.
Station 3: Test and record the effect of tap water versus carbonated water on steel
wool. Place a piece of steel wool in a 200 mL (6 oz.) cup of carbonated water and
another piece of steel wool in a 200 mL (6 oz.) cup of tap water. Record observations
every 20 minutes, during class time, and after 24 hours. Record any changes in water
color and physical or chemical changes in the steel wool.
Station 4: Demonstrates beach erosion. Using a pan, make a sand pile at one end and
pour water at the other end. Slide the pan back and forth to create wave movement.
Record observations. Have students record what happens to the sand when waves are
created. Describe dispersion and deposition of the sand.
Station 5: In a quart size bowl, add 250 mL (8 oz.) of tap water and 250 mL (8 oz.) of
sand. Stir the mixture. Fill an ice tray with the mixture. Freeze mixture for 24 hours. Next
day, student will place ice cubes in different surfaces. Students will place 4 ice cubes in
a pan sand. They will also place 4 ice cubes in a cup filled with 200 mL (6 oz.) of water.
Finally, students will place 4 ice cubes in a pan filled with dirt. Record observations
every 10 minutes. What happens to the ice cubes?
Station 6: (Teacher Demonstration: erosion due to hurricanes) Place 1 lb. of sand in a
shallow pan. Teacher will blow the sand using a hair dryer, at a 45 degree angle, on its
lowest setting. Record what happened to the sand during the “hurricane?”
Explain
Engage the students in a discussion to describe the processes of both weathering and
erosion in each station.
Describe how each station may or may not apply to Florida’s various ecosystems.
Evaluation
Have students write a reflection on specific weathering and erosion events in Florida.
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ADDITIONAL POST-VISIT EXTENSION ACTIVITIES
A fine bird is the pelican; its beak can hold more than its belly can!
Students, here are a few suggested activities that you can try now that you have
visited the Biscayne Nature Center for Environmental Education (BNCEE):
If you (the student/scientist) studied the SEAGRASS . . .
1.
Research the adaptations and behavioral patterns of the animals observed in the
seagrass, what they eat, and what eats them. Each of you could choose one
animal to study (e.g., shrimp, clams, sea urchins, sea cucumbers, fish, Portuguese
man-of-war, snails, etc.). Go online, search websites and share your research with
your fellow scientists.
2.
Draw the ocean near our seagrass study area. Color the sea according to the
depth and description of the water (e.g., yellow = sandbar).
3.
Write a story describing your adventures as a shrimp growing up in the seagrass.
4.
Why is the seagrass area important? Research how man uses marine organisms
(living things) other than as a food source.
5.
Recall the effects of the “marine protective adaptations.” Which animals stick, stab,
scratch, cause a rash or skin irritation, or produce toxins? Review the possible
function(s) of their adaptations. Draw each animal.
If you explored the COASTAL STRAND HAMMOCK (or maritime forest) . . .
1.
Use the Field Note Booklet to review and state examples of the five (5) major
concepts found in nature. Find examples of the five major concepts of nature
around your school, backyard, or neighborhood.
2.
Using The Miami Herald published on the day AFTER your hammock walk, locate
the weather "STATISTICS" for the date of your walk. Complete the “weather-data"
section of your Field Note booklet.
3.
Situate yourself under a shade tree on the school grounds. Share with your friends
the poem, song, haiku, story, etc., that you wrote in the hammock. If you didn't write
one, do so now. Write about your experiences at the BNCEE.
4.
Draw a (scale) map of your walk through the hammock, indicating on it which
direction points north. Label points of interest, names of plants studied, and so on.
Compare your map with your fellow scientists'/explorers' map.
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5.
6.
7.
Construct a map of your neighborhood. Label or point out places where you could
improve your environment.
Recall the effects of the “plant protective adaptations.” Why might these plants
stick, stab, scratch, or cause a rash or skin irritation. Why might they be deadly or
make an animal sick if the animal ate their fruit? Draw each plant.
How are living things connected to other living things and to non-living things? Can
you describe an example of this connectedness of nature in your neighborhood . .
. in the city . . . in the country?
If you visited the MANGROVES . . .
1.
Use the Mangrove Booklet to review the names and descriptions of the mangrove
trees and the animals that live among them. Why are the mangroves important?
2.
Write a creative story. Imagine that you are a lone native Tequesta person living in
the mangroves. How would you survive? What would you eat? Describe your
shelter. Make a schedule of your typical day . . . work time . . . hunting time . . .
play time . . .. What games would you play? What kinds of tools would you need to
make? From what materials would you construct the tools?
3.
Measure the leaf size from the picture you made of each type of mangrove tree.
Take an average with your fellow scientists of the width and length of each leaf
from each type of tree. Make a bar graph of your results. Which is the widest . . .
longest . . . shortest . . . thinnest? How much longer or shorter is one leaf from
another?
If you investigated the ANCIENT ROCK REEF . . .
1.
Randomly distribute popped popcorn kernels on an area of the school lawn.
(Pretend that they are Batillaria snails.) How many kernels are on the lawn? Have
small groups of students inquire and determine the number of popped popcorn
kernels that are distributed on the school lawn without collecting them.
2.
If you had to make the decision/choice about the future of the above natural
environment/habitats and their adjacent areas, what would you suggest and why?
If you visited the LABORATORY...
1.
How is the lab different from your field experiences? How does a scientist's work in
the lab differ from his work in the field?
2.
If you enjoyed the lab, describe it and state why you did. Could you set up a lab
like the one at the BNCEE in your home? What would you need to do first?
(ANSWER: Study a book on aquaria from a library; then consult with store
personnel to determine the price of the equipment before buying.)
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3.
Make a list of equipment costs. Take class time to complete and/or correct the lab
booklet. Discuss each station with your "buddy" while completing the lab booklet.
Review the lab booklet as a class.
4.
The Chemical Test lab station #7 can be duplicated in the classroom. Use vinegar
as an (acetic) acid; scrape a piece of chalk and use that as a material that contains
calcium carbonate.
5.
YOU as the TEACHER will design a lab station suitable for the BNCEE. Think of it
as one in which other scientists like your peers will be in a position to conduct
appropriate research. List the equipment and organisms needed. Design a page
for the lab booklet. Send your sample to the address below.
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If you enjoyed yourself at the BNCEE, share your experience with
us or if you can think of SOME WAYS TO MAKE THE PROGRAM
BETTER, send your suggestions to us.
Our mailing address is:
BISCAYNE NATURE CENTER FOR ENVIRONMENTAL EDUCATION
M-DCPS Mail Code: 9485
http://science.dadeschools.net/bncee/default.html
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Anti-Discrimination Policy
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and
educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or
national origin.
Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of
race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of
age with respect to individuals who are at least 40.
The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and
men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities
in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of
unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of
pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin,
marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination
because of race, color, religion, sex, national origin, age, handicap, or marital status.
Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against
employees or applicants because of genetic information.
Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair
opportunity for groups to meet on school premises or in school facilities before or after school hours, or
discriminate against any group officially affiliated with Boy Scouts of America or any other youth or
community group listed in Title 36 (as a patriotic society).
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07
(Florida Statutes), which stipulate categorical preferences for employment.
In Addition:
School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against
students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital
status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification,
social and family background, linguistic preference, pregnancy, and any other legally prohibited basis.
Retaliation for engaging in a protected activity is also prohibited.
Revised: (07.14)